Bibliography: Honduras (page 07 of 15)

This annotated bibliography is reformatted and customized for the Hondureinas website.  Some of the authors featured on this page include Paulette Foss George, Donna Schenck-Hamlin, Ruth Aedo-Richmond, T. Vijayendra, Jorge Traviezo, Ximena Traa-Valarezo, Luz Maria Figueroa, Scientific United Nations Educational, Mateo Martinez, and Phyllis Perelman.

Aedo-Richmond, Ruth (1996). Education in Latin America: A Selected Bibliography (1986-1995), Compare. Presents a selected bibliography of books, theses, articles, and dissertations concerning education in Latin America. Includes separate sections on Argentina, Bolivia, Brazil, Chile, Colombia, Costa Rica, Cuba, Dominican Republic, Ecuador, El Salvador, Guatemala, Honduras, Mexico, Nicaragua, Peru, Uruguay, and Venezuela. All selections are in English. Descriptors: Comparative Education, Educational Policy, Educational Research, Educational Resources

Vijayendra, T.; And Others (1982). [Special Report: Adult Education and Primary Health Care.], Convergence: An International Journal of Adult Education. A series of five case studies examines (1) literacy, health, and conscientization in the Mandar region of India; (2) the training of community health workers in Indonesia; (3) the Chinese strategy combining health, political will, and participation; (4) British community-based health education programs, and (5) participatory methodology for integrating literacy and health education in Honduras. Descriptors: Adult Education, Community Education, Community Health Services, Health Education

Zachlod, Michelle, Ed. (2001). Meso-America and the Andes. Grade 7 Model Lesson for Standard 7.7. World History and Geography: Medieval and Early Modern Times. California History-Social Science Course Models. California State Standard 7.7 is delineated in the following manner: "Students compare and contrast the geographic, political, economic, religious, and social structures of the Meso-American and Andean civilizations." Seventh-grade students study the locations, landforms, and climates of Mexico and Central and South America and their effects on Mayan, Aztec, and Incan economies, trade, and development of urban societies; study the roles of people in each society; explain how and where each empire arose and how the Aztec and Incan empires were defeated by the Spanish; describe the artistic and oral traditions and architecture in the three civilizations; and describe Meso-American achievements in astronomy and mathematics. The Mayan civilization occupied the area of what is now Honduras, Guatemala, and the Yucatan Peninsula. The Inca Empire, which reached its height around 1438-1532, was centered in what is now northern Chile, Peru, and Ecuador, with its center at Cuzco. The Aztec Empire was centered in the Valley of Mexico. This lesson discusses the uses and significance of the topic ("Beginning the Topic"; "Developing the Topic"; "Culminating the Topic"); activities for other topics; extended and correlated activities; resources for the sample topic; general resources; visual and performing arts resources . Includes appendices: "Hello, Columbus" and "Geographic Background and Concepts: The Americas". Descriptors: Academic Standards, Cultural Context, Curriculum Enrichment, Foreign Countries

Spaulding, Seth (2002). Recent Research on the Impact of Alternative Education Delivery Systems in Honduras. In Honduras, 88 percent of the rural population has 6 years or less of formal education. Several distance education schemes have been undertaken to address both low rural educational levels and the destruction of schools by Hurricane Mitch. This paper reports on recent studies of two distance education efforts with substantial international support. Since the mid-1990s, USAID has supported EDUCATODOS, which originally covered grades 1-6 using packages of printed materials supplemented by radio lessons. In 1999, the program was extended to grades 7-9, and audio materials were distributed on cassettes and CDs. Telebasica is based on the Mexican Telesecundaria program and serves grades 7-9 using videotapes and printed materials from Mexico. Telebasica operates during the day with trained teachers in converted schools, while EDUCATODOS operates in the evening in any available space using volunteer facilitators. A 1997 evaluation of EDUCATODOS found that the program had offered 120,000 person-hours of schooling to Honduran youth and adults at 28 percent of the cost of equivalent traditional schooling. EDUCATODOS students had higher achievement than traditional elementary students, but dropout rates were significant, especially among indigenous groups. In 2002, ongoing research projects are evaluating program impacts on women and on the economy, documenting changes in student attitudes and character at the seventh-grade level, studying volunteer facilitators (teachers), and examining elements of program organization and management. Preliminary findings indicate that the two programs are raising student achievement, improving student self-confidence and employment potential, and offering innovative and flexible delivery. (Contains 20 references.)   [More]  Descriptors: Adult Basic Education, Community Education, Distance Education, Elementary Secondary Education

Moreno Garcia, Teresa, Ed. (2001). Iniciativa sobre Efectividad: Primeros frutos (Initiative about Effectiveness: First Fruits), Espacio para la Infancia. This Spanish- and Portuguese-language bulletin is a follow-up to No. 15 (PS 030 558), which examined some Effectiveness Initiative (EI) projects. This issue presents some beginning efforts to reflect on what has been learned through EI and to draw conclusions. The articles cover the results of EI projects from such angles as their relations with the community, the keys to success, and the role(s) of the researcher. The final article presents an overview of the EI's results thus far. Following an introduction, the articles are as follows: (1) "New Maps to Effectiveness"; (2) "The 'Effectiveness Initiative' in Mozambique"; (3) "Honduras: 'Mother-Guides' in La Huerta"; (4) "The Philippines: Infant Care and Development as a Central Axis of Community Development"; (5) "Portugal: Reflections on the Agueda Movement and the 'Effectiveness Initiative' Project" (in Portuguese); (6) "India: SEWA: Association of Independent Women Workers"; (7) "Peru: The Role of Encourager: The Complex Connection between PRONOEI (Non-School Programs of Early Education) and the Community"; (8) "Columbia: An Environment of Credibility: Required to Achieve Effectiveness"; (9) "Kenya: From External Researcher to Internal Researcher: An Experience of Giving and Receiving"; and (10) "Companion Article: A New Map of Effectiveness."   [More]  Descriptors: Child Development, Early Childhood Education, Family Work Relationship, Foreign Countries

Interracial Books for Children Bulletin (1982). Profiles of Central America. In order to provide information missing from elementary and secondary educational materials, briefly reviews the history, geography, and current political, economic, demographic, and social characteristics of El Salvador, Guatemala, Honduras, and Nicaragua. Some information is also given about Costa Rica, Panama, and Belize. Descriptors: Demography, Economics, Foreign Countries, Latin American Culture

United Nations Educational, Scientific, and Cultural Organization, Paris (France). (1986). Health Education Intervention. An Annotated Bibliography. Nutrition Education Series Issue 13. This annotated bibliography contains 73 citations describing health education programs around the world. Countries represented include: Bangladesh, Egypt, Gambia, Gilbert Islands, Guatemala, Haiti, Honduras, Jamaica, Kenya, Indonesia, Nicaragua, Peru, Philippines, Swaziland, Thailand, Tunisia, Australia, Colombia, India, United Kingdom, Canada, France, United States, Austria, Federal Republic of Germany, Finland, Norway, Belgium, Israel, Greece, and New Zealand. The citations describe the subject of the project, target audience, communication channels, sponsoring agencies, costs, time period, methodology, outcomes, and recommendations. A subject matter index is included. Descriptors: Accident Prevention, Alcohol Education, Annotated Bibliographies, Cancer

O'Brien, Gordon E.; And Others (1969). The Effects of Programmed Culture Training Upon the Performance of Volunteer Medical Teams in Central America. This study compares the performance of volunteer medical teams who received a programmed culture assimilator test with teams who did not receive the assimilator. All team members, citizens of the United States, worked for three-week periods in Honduras and Guatemala and were rated on their success in conducting clinics and managing community development projects. The effect of culture training upon productivity, clinic training, and on teams working in villages is described. Descriptors: Attitude Measures, Community Programs, Cross Cultural Studies, Cultural Awareness

Narain, Jai P.; And Others (1985). Imported Measles Outbreak in a University, American Journal of Public Health. In 1981, a measles outbreak in an Arkansas university involved 16 students and 4 others. The first two cases were in students who had recently returned from Honduras. Only two of the students were considered adequately immunized. A voluntary immunization clinic held on campus resulted in 67 percent of 3,076 students being vaccinated. Descriptors: College Students, Colleges, Communicable Diseases, Higher Education

Gorsuch, Richard L.; Barnes, M. Louise (1973). Stages of Ethical Reasoning and Moral Norms of Carib Youths, Journal of Cross-Cultural Studies. Ethical development was investigated in a cross-cultural context by examining both the cognitive structure of ethical reasoning and the content of perceived moral norms in black Carib boys of British Honduras in the framework of stage theory. Descriptors: Cognitive Development, Cognitive Processes, Cross Cultural Studies, Cultural Influences

Traa-Valarezo, Ximena; Reyes, Joel; Alvarez, Lia; Meza, Darlyn; Sanchez, Saul; Traviezo, Jorge; Sabio, Ambrosio; Martinez, Mateo; Figueroa, Luz Maria (2001). Honduras: Community-Based Education Project. Social Assessment and Indigenous Peoples Development Plan. PROHECO, ADEL and the Intercultural Bilingual Program. The New Agenda of the Honduran government proposes the provision of preschool and primary school education for all Honduran children, including those living in isolated areas and in extreme poverty. The Community-Based Education Program (PROHECO) was launched in February 1999, and by December 2000 some 820 schools serving 39,540 students were in operation. This paper reports on a Rapid Rural Appraisal of PROHECO in 49 communities, as well as the Intercultural Bilingual Program (EIB) in indigenous communities. Under PROHECO, the responsibility for preschool and primary education is shared by the State and the civil society, parent/community associations administering the programs are autonomous, and schooling may be conducted provisionally in any appropriate building. The first part of the report discusses the current status of PROHECO schools, the relationship of PROHECO to community social capital, the educational and cultural relevance of instruction offered by PROHECO schools, the creation of community education associations, teachers shortages and perceived risks of becoming a PROHECO teacher, school buildings, accountability, teacher and parent concerns about the new model, and recommendations. The second part of the report presents an overview of the indigenous peoples of Honduras, their languages, and their political and educational history. EIB accomplishments are reviewed, and the first pilot project merging PROHECO and EIB is described. EIB objectives for 2001-2005 are discussed, as well as the needs for bilingual teachers and culturally appropriate curriculum. Descriptors: American Indian Education, Bilingual Education, Community Schools, Culturally Relevant Education

Schenck-Hamlin, Donna; George, Paulette Foss (1986). Using Special Libraries to Interface with Developing Country Clientele, Special Libraries. Describes two special collections focusing on postharvest systems of handling, transportation, storage, and marketing of food and feed grain. Highlights include information needs of developing countries (e.g., Egypt, Honduras, Pakistan), and information center activities (communication and marketing, collection building, interpreting client needs, and informing clients of new materials, document delivery). Descriptors: College Libraries, Developing Nations, Higher Education, Hunger

Brace, Judy (1984). The Coming of Age of Development Communication, Media in Education and Development. Reviews landmark projects in development communication since the formation of the Information Center on Instructional Technology in 1972, including Nicaragua's Radio Mathematics for the primary grades; India's Satellite Instructional Television; Guatemala's Basic Village Education Project; and the use of mass media to disseminate health information in Honduras and The Gambia. Descriptors: Agricultural Education, Clearinghouses, Communications Satellites, Developing Nations

Jacobson, Susan K. (1997). Rapid Assessment for Conservation Education (RACE), Journal of Environmental Education. The Rapid Assessment for Conservation Education (RACE) provides guidelines and tools for identifying conservation education needs and recommending subsequent actions. Interviews, surveys, workshops, and public meetings are among the methods of qualitative and quantitative data collection used to gather information quickly and inexpensively. Discusses the impact of RACE conservation education activities in the Bay Islands, Honduras. Descriptors: Conservation Education, Data Collection, Environmental Education, Evaluation Methods

Perelman, Phyllis, F. (1978). Observations on Integration and Mainstreaming in Three Different Cultures. During l977-78, teacher training and available services for mainstreaming special education students were investigated in Latin America (Costa Rica and Honduras), Israel, and the West Bank. Comparisons were made with existing programs in Vermont, and workshop training and consultation were provided. Findings indicated prevalence of categorical special education and little, if any, mainstreaming or education in the least restrictive environment, as conceived under P.L. 94-l42 (Education for All Handicapped Children Act). Descriptors: Comparative Education, Educational Research, Elementary Secondary Education, Foreign Countries

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